About MJCSL
The Michigan Journal of Community Service Learning or MJCSL is an open-access journal focusing on research, theory, pedagogy, and other matters related to academic service-learning, campus-community partnerships, and engaged/public scholarship in higher education. MJCSL is published by the University of Michigan's Edward Ginsberg Center, with support from Michigan Publishing.
Latest Blog Posts
2022 Year-in-Review
Posted by Patricia Jewell on 2023-09-10
We are excited to share highlights and demographics from 2022 (Volume 28, Issues 1 & 2) to further transparency and offer insights into MJCSL’s ongoing endeavors to increase diversity within the field of community engaged scholarship. Top Viewed Articles From Last Year (2022):Critical Service-Learning Supports Social Justice and Civic Engagement Orientations in College Students by Jean [...]
Read MoreMichigan Journal of Community Service Learning Receives IARSCLE'S Publication of the Year Award
Posted by Jeremy Glover on 2023-03-16
In recognition of exemplary contributions through research on service-learning and community engagement, IARSLCE honors those whose research contributes significantly to understanding and advancing community engagement, across all approaches and all educational sectors. The Michigan Journal of Community Service Learning, published by the Edward Ginsberg Center, received IARSLCE's 2022 Publication [...]
Read MoreOur Mission
Widen the community of civic engagement educators, engaged scholars, and their community partners in order to expand the number of groups and individuals who experience the benefits that accrue through engaged scholarship.
Encourage research, theory, pedagogy in civic engagement, campus-community partnerships, curriculum-based and co-corricular service-learning and engaged/public scholarship.
Contribute to the growth of civic engagement and engaged/public scholarship in order to develop a civic tempter that inspires collective action to expand access and opportunity to political, economic and social power.
Honor and develop the intellectual vigor of students, staff, faculty and community partners.
Encourage interdisciplinary approaches to complex social issues.
Promote scholarly innovation that reflects and advances diversity, equity and inclusion.
Volume 29 • Issue 2 • 2023
List of Reviewers
Introduction to the Special Volume on Civic Identity
Thomas Joseph Schnaubelt, Sandra Bass, Luke Terra and Kristina Lobo
2023-12-22 Volume 29 • Issue 2 • 2023
Educating Undergraduates for American Democracy: The Third Way Civics Approach
Trygve Throntveit, Anand R. Marri, Ronald Mahurin and David J. Roof
2023-12-22 Volume 29 • Issue 2 • 2023
Civic Learning Through a Lens of Racial Equity
Gene Alonzo Corbin, Christina Jean Santana, William Guedes Cortezia and John David Reiff
2023-12-22 Volume 29 • Issue 2 • 2023
Cultivating a Civic Identity using a Feminist Cohort Model: An Analysis of Tulane’s Newcomb Scholars Program
Aidan Smith, Ryan McBride, Anna Mahoney and Agnieszka Nance
2023-12-22 Volume 29 • Issue 2 • 2023
Defending Democracy: What We Can Learn About Civic Identity from Peer Educators Involved in Nonpartisan Political Engagement
Alexander Stephen Kappus
2023-12-22 Volume 29 • Issue 2 • 2023
The Lens of Civic Identity: A Developmental Model for Undergraduate Education
Langdon J. Martin, Annie Jonas and Brooke Millsaps
2023-12-22 Volume 29 • Issue 2 • 2023
Becoming Entrepreneurs of Connection: How community partnerships shape engagement across difference and anti-poverty commitments
Laura Elizabeth Martin, Albert Benson Nylander and James Robert Love II
2023-12-22 Volume 29 • Issue 2 • 2023
How College Students Can Depolarize: Evidence for Political Moderation Within Homogeneous Groups
Yasmeena Khan and Alice Siu
2023-12-22 Volume 29 • Issue 2 • 2023
Daniels, R., Shreve, G., & Spector, P. (2021). What Universities Owe Democracy. John Hopkins University Press.
James Roland
2023-12-22 Volume 29 • Issue 2 • 2023